Promoting Children's Social and Emotional Wellbeing in Childcare Centres within Low Socioeconomic Areas: Strategies, Facilitators and Challenges

Abstract

ALTHOUGH CHILDCARE CENTRES HAVE a vital role to play in the social and emotional development of children, the strategies used to promote children's wellbeing in such settings are not well researched. This study aimed to identify the strategies, facilitators and key challenges for promoting children's social and emotional wellbeing as reported by childcare directors and workers during semi-structured interviews. They reported mainly informal strategies with few formalised policies, curricula or strategies. Staff reported frequent difficulties communicating with parents and/or children due to many families speaking little or no English. Lack of staff training and inadequate resources for activities were other key challenges they identified. Perceived facilitators included staff having strong relationships with each other and sharing a common philosophy, as well as having an open door policy for parents. Systematic development of skills to promote children's social and emotional wellbeing could help leverage childcare staff's potential to promote children's wellbeing during a crucial stage of child development.

A qualitative study of early childhood educators' beliefs and practices regarding children's socioemotional development

“…High-quality care that fosters children's development of social and emotional skills has been associated with fewer behaviour problems, better social competences and well-being (Belsky et al, 2007; as well as school attainment (O'Connor & McCartney, 2007), in both regular practice and in early intervention programmes aiming to buffer early setbacks, to promote mental health, to prevent difficulties and to ensure a strong start for all children (Brooks-Gun, 2000;Davis et al, 2010;Davis, Young, Corr, & Cook, 2012;Vandell & Wolfe, 2000;Webster-Stratton et al, 2008).…”

“…Regarding practices to promote children's socioemotional development, existing research is very limited and shows that in most cases there are no standard policies, curricula or centre-wide approaches involving planned and intentional activities with this goal (Davis et al, 2010;Farell & Travers, 2005). Educators mainly report informal strategies which they adopt in their work with children which involve being attentive to a child's need and developmental capabilities, mainly through warm caregiving (physical affection, responding to children's distress, building positive feelings, making children happy; Davis et al, 2010); implementing activities with a social or emotional component (such as singing or role-playing; Davis et al, 2010) and using general instructional practices with the whole class like curricular materials, lessons (e.g.…”

“…These include difficulties in relating and communicating with parents (Sims et al, 2012;Rosenthal et al, 2009), inadequate training and preparation on the topic (Davis et al, 2010;Sims et al, 2012;Wen et al, 2011), inadequate resources for the organisation of activities and large teacher-child ratios (Davis et al, 2010). Of importance, however, are more latent mediating beliefs such as what constitute adaptive social and emotional skills in a certain society and what is the best way for children to develop these skills (i.e.…”

“…about feelings), modelling problemsolving skills with puppets, playing games with the aim to teach social skills (e.g. sharing) (Hollingsworth & Winter, 2013); organising the environment, providing structure, materials and rewards (Davis et al, 2010;Sims et al, 2012); responding to individual or small groups of children, usually when need arises or when problems come up (e.g. pairing children to play, help to resolve conflict; Hollingsworth & Winter, 2013); informing parents (e.g.…”

“…Educators mainly report informal strategies which they adopt in their work with children which involve being attentive to a child's need and developmental capabilities, mainly through warm caregiving (physical affection, responding to children's distress, building positive feelings, making children happy; Davis et al, 2010); implementing activities with a social or emotional component (such as singing or role-playing; Davis et al, 2010) and using general instructional practices with the whole class like curricular materials, lessons (e.g. on sharing or taking turns), stories (e.g.…”